Teaching suggestion
A)     Incorporate into class discussion about community activism or movement, why it’s important to make sure your voice (regardless of your age or where you live) is heard by those in power. Students can discuss issues that need to be addressed in their community, and how they can use their voice to so (e.g., a letter writing campaign where they introduce who they are and why the issue is important to their community).

B)      Students are prompted to consider how they access books compared to Yasmin. Students can consider different ways people may access and share books (e.g., online, library, bookstores, little free libraries, family, etc.) around the world and why it is important to have different modes of access to share stories with one another. 

·      Respect for Diversity

·      Civil rights

·      Equality 

·      Justice for all

Pedagogy/ teaching suggestion

A good teaching strategy would be to choose one of the global themes contained in the book and assign it as "the word of the day." Teachers should explain to children  the meaning of the target word through animated videos or stories with puppets and then ask them questions that make them reflect on the meaning of the word (e.g., How did the main character show respect for diversity? What would you do to show respect for diversity?).

·        multiculturalism 

·        religion 

·        community 

·        cultural representation 

·        family 

 

Students can be asked to reflect on their own identities and experiences and create a list of how similar and different they are to the main character/their experiences. They can then get into groups and share their lists and personal experiences. 

·         Family

·         Community

·         Environment

·         Cultural 

·         Gender Equality

Pedagogy/teaching suggestion:
Yokota and Teale (2017) describe how engaging with international literature can foster student’s global perspective. The book I have chosen, gives students an alternate perspective to family culture/dynamics and gender roles. In doing so, it provides an opportunity for students to reflect on how this story is different from their own family culture, thus creating an awareness and understanding of cultural perspectives (Martens et al., 2015). 
In this way, as pedagogical approach, I would encourage students to examine the different cultural perspective in this story in tandem with their culture and their classmates. This could be expressed visually, similar to Martens et al. (2015) cultural x-rays, where each child expresses their cultural identity, including their similarities and uniqueness, through a visual/artistic venture. Their collective works are an example of a global perspective

 

Describe Global Themes:

 

Environmental – Here We Are: Notes for Living on Planet Earth (2017) – This book explores the theme of becoming an active and responsible citizen, that is, the need to take action to protect the world. The idea that children can take small steps to improve the environment and can become accountable. 

 

Cultural Identities & Gender – The Day the Crayons Quit (2013) Global literature can help enhance children’s intercultural understandings. This kind of book can lead to discussion about aspects of student’s cultural background and that of their peers, including which country their family originated, languages and accents at home, holidays they celebrate, etc. It can also explore the various beliefs and structures for the way society views gender (Martens et al, 2015).

 

Loneliness and acceptance – Lost and Found (2012). Explore the universal themes of loneliness and acceptance which is a shared human experience. How do we experience this and how can we work towards greater inclusivity and acceptance in the classroom and in our communities?

 

Suggested Classroom Pedagogy/Activity:

 

A text set is a collection of books that provides a range of alternate perspectives to help children understand the complexities of the world. (Martens et al, 2015)

 

Students could potentially explore how students around the world to connected to the images and text in these books. They could also explore if these books are available for a wider audience and are translated into other languages.

 

A concrete activity that could connect students from around the world to this text set would be through the website ePals (Yokota & Teale, 2017). Students can discuss global themes like those mentioned above with their ePals in different countries or different communities within Canada. Task: Identify and describe three global themes from the Oliver Jeffers text set that you think your ePal could relate to. Share with the class the three themes that you ePal came up with. 

As discussed by Martens, "Global literature offers possibilities for discussions that develop children's understandings of how to identify issues and take action to address them" (2015). The children's book The Water Princess introduces young readers to the struggles that children similar to them in age face.

Teaching Suggestion:
Learning and reflective thinking is greatly impacted and by "peer discussions and thoughtful questions posed by teachers" (Yokota & Teal, 2017). I would suggest that teachers begin this lesson with a reflection on where they get their water. This may not be a topic that many students have considered to stop and think about. Then, the teacher could read this book and have students identify similarities between themselves and the main character in the book. Then, the teacher could help to generate discussion about ways to help others by brainstorming volunteering and donation experience the children may already be familiar with (food drive, etc.).  

Global Themes include…

Teaching Suggestion: 

I am a grade 2 teacher. I would like to use this book in the social studies unit: community traditions around the world. It is in this unit that I explore holidays and traditions and how they are similar and/or different to other people around the world. I would read this book and first have a class discussion and ask students, “How can you connect this book to yourself, world, media or another book?” It is from there, I would create a Venn diagram with one circle named, “Charlie” and another circle named, “Carlitos.” I would have students come up with ideas of how Charlie and Carlitos, who are the two characters in the book, are similar and different and put students answers in appropriate circles in the Venn diagram. 

-Gender
-Diversity
-Culture 
-Religion

‘Global literature develops intercultural understandings and helps readers make sense of the world around them’ (Short, 2009). Moreover, advances in global communication, along with globalization, increased diversity in schools making it essential to value, and respect others who live, believe, and think differently. Thus, teachers should strive to create curriculums that focus on enabling the understanding of cultural perspectives (way of life, differences in beliefs, and values). 

‘When learners realize their background and cultural experiences influence their personal perspectives, interculturalism begins’ (Short, 2009). This means as students recognize to appreciate the significance of their culture, they will in return, respect the significance of other students’ cultures.  

The Proudest Blue book is about two sisters who are excited for their first day of school, and for the older sister, it will be her first time going to school with a hijab (described as vibrant, beautiful, and blue). However, not everyone sees the hijab as beautiful and so, while facing hurtful words, they find ways to be strong, and continue to be proud of who they are. 

Pedagogy suggestions:

The little sister in the book hears her mom’s voice telling her that if she understands who she is (i.e., her identity), others will too, and then the little sister draws herself and sister wearing the hijab. Referring to what Short (2009) said about introducing students to cultural identity, teachers can create an activity that encourages students to understand their cultural significance so that, they can understand the value of others’ cultural practices. As the little sister created an illustration that demonstrated her cultural identity and family value, I would invite teachers to integrate a collage, or drawing activity too, that allows students to think of all that identifies them and, or things they value. Specifically, each student can have their head photo glued to the corner of their paper, and students can draw themselves or glue pictures, or words from magazines that identifies who they are (Martens et al., 2015). Then share their collage, or drawing, with the class so that students can learn about each other’s diversity in values and cultural identities.

Another pedagogy suggestion is called a cultural x-ray and it is a gingerbread-type of outline that students can add their hair color, eye color, and mouth to represent themselves. Then, students can write all the physical and visible characteristics (such as hobbies, gender, skin color) around the outline, and in the centre (within the heart shape) write important values they have (such as family, pets, friends) (Martens et al., 2015). This activity helps students understand the complexities in people and cultures (Short, 2009). In addition, purposefully using a heart in the centre, makes students realize that ‘what is inside someone’s heart motivates their actions’ (Martens et al., 2015).  Thus, they will learn to accept other peoples’ values as they realize, they too have important values to heart. 

 Short , K . ( 2009 ). Critically reading the word and the world: Building intercultural understanding through literature . Bookbird: A Journal of International Children ’ s Literature , 47 ( 2 ), 1 – 10 . 

I chose this book because it defines global literature, revealing a cultural group undergoing a varieties situations related to the above global themes outside of North America, as it offers internationalized perspectives for readers to be familiarized with global issues that they have not yet considered (Yokota & Teale, 2017). The book supports learners to "... develops intercultural [and global issues] understandings and helps readers make sense of the world" and the developing countries' currently pressing circumstances (Martens et al., 2015, p. 610). I would recommend readers to reflect on their definition of gender, their own cultural backgrounds, the complexities with others and their cultures, and what they can do to take on some responsibilities to support and action on those global issues. In addition, I liked that the book used greetings in Chichewa, a Bantu language spoken in much of Southern, Southeast and East Africa, in respecting the culture. 

 

-                Family

⁃            Poverty

⁃            Diversity

⁃            Cultural difference

⁃            Community

⁃            Identity

 

This book can be approached in the classroom from different perspectives. First, the teacher can spot the light on the mother, raise awareness about the “other” or immigrant, their different background, cultural richness, family members that he misses and is missed back. All these shaped who they are now; as Yokota & Teale (2017) mentioned, incorporating such lessons in the classroom will aid and I quote “not othering” people from different backgrounds. 

This idea can be discussed more thoroughly, where the teacher can ask students to describe their own backgrounds. Students will have a sense of Pride of who they are, their diversity and individuality. They will be empowered of their identity as cultural beings (Martens, et al, 2015). This perspective can be concluded by celebrating the richness of our society in Canada because of the variety of cultures and backgrounds.

The teacher can bring up a discussion about the pictures of the book, asking students to infer about the characters’ feelings/attitudes from different facial expressions, about the community in Malaika’s village as well, and finally they can dive in exploring Malaika’s costume (a peacock) and what does it represent from hope, passion, love, and integrity.

Another point can be approached to drive students’ learning and deepen their thinking (Yokota & Teale, 2017) is the problem-solving skills of Malaika and how she was able to overcome the obstacles of money and create her own costume! The teacher can ask students to share an incident, where they had to figure out an unconventional way to solve a problem. She might as well ask them to come up with their own solutions to Malaika’s problem. 

Students can create cultural x-rays for Malaika to thoroughly understand her and then they can create their own and reflect on their own characteristics (Martens, et al, 2015). 

This is one of my favourite children’s books to use in the classroom because you can effectively use it to teach lessons in both elementary and secondary school. The book is such a powerful teaching tool because it discusses environmental issues such as clean water and the impact of oil pipelines all while connecting these issues to the richness of indigenous culture and their strong relationship with the land. 

The story is told using a combination of multiple literary devices and beautiful and informative illustrations.  The use of metaphors such as the black snake (pipeline), poison (oil) and medicine (water) would also make it a great resource for an English class to explore. Alternatively, these techniques make it an accessible way to teach small children about complex environmental issues through an indigenous lens. An additional theme is the interconnectedness of life, the story explains how water is sacred because it is the common life source of everything on earth. Lastly, the book touches on advocacy, by specifically teaching the importance of using one’s voice to stand up for the voiceless.  

Primary Level: After reading, have students brainstorm all the ways in which they use water in their everyday lives. Since the book focuses on expressing gratitude and appreciation for what the land offers us, you could have them write letters of appreciation to the water or do a writing activity where they have to expand on the metaphor. For example:  Water is medicine because _________. 

Global Themes:

Teaching Suggestion:

There are so many excellent themes found in the book that can be built upon in a classroom setting. 

Classroom World Market: In much of the world, the market is what drives the economy as well as the community. A “world market” can be set up in the classroom where each student is responsible to share a book that is from another culture. There would be no buying and selling per se, but each vendor (i.e. student) would present their “product” of the day. Alternatively, students could bring cultural items from home to display. This displays that while different, we are all part of the greater world family and connect in similar ways.

Community living comes up as a central theme throughout the book. The notion that someone is not alone and will be able to count on their friends or other community members is what drives Adika to invite everyone to the meal. For students, there is an opportunity to display that they are equally not alone, no matter their personal circumstances, but part of a great community that cares for their well-being. Another theme displayed is the economics or financial piece of existing. The marketplace equally can serve as an opportunity to discuss finances and its role in society. 

I picked the book “The House Baba Built: An Artist's Childhood in China” because of its specific global perspective-China. It is a memoir by the author Ed Young who recalls his childhood home in Shanghai. I would like to read this book and integrate the culture and history of China under the context of WWII to my Mandarin learning students in Canada.

I will engage my students with the below global themes:

·       Identity and cultural diversity

·       Intercultural and international

·       Inclusive societies 

·       Interdependence and globalization 

Suggested Teaching Suggestion:

Yokota & Teale (2017) argue that the world is not for us to tolerate. It is best if we all learn to respect, appreciate, and honor our mutual humanity and to strive to understand the different ways in which people and societies think and live.

Books, in this way, can serve as doors to cultural understanding in a global classroom. I critically chose this book for my students and will encourage their critical engagement with texts and illustrations to foster their curiosity and empathy as well as the global education. Other classroom activities may include the questions session and cultures appreciation session through watching cultural videos, comparing images of diverse cultures, experiences-sharing and storytelling based on what my students learn about global cultures. 

 

Synopsis:
The book is about a young Asian girl who realizes her eyes are a revolution. Her eyes are different from her classmates’, but are similar to her mother’s and her grandmother’s. This realisation helps her find strength, self-loved, and proud in her origins.

Suggested Activity:
I recommend using this book to encourage students’ reflection on two topics. The first topic is cultural diversity and fluid identity. Students from diverse classrooms have differences and commonalities. I will propose a self-reflection exercise to think of the characteristics that makes us different from our peers and may make us feel insecure, followed by a reflection on what makes us similar and encourage us to be together.

The second topic is cultural representations on literature and media in general. I will ask students to choose a couple of their favorite shows/books/games and list the characteristics of the people that appeared there. Then, I suggest a group discussion with these guiding questions: Have some of them have “eyes that kiss in the corners”? What are the most represented characteristics? Are these characteristics similar to the people that surrounded us every day? Why?

Synopsis: The story in this book is set in history, with a young family consisted of mom, dad, their son, daughter and wee baby, traveling along the ancient Silk Road, starting from the city of Xi’an, which is located at the start of the Silk Road, to sell their wares, that include bolts of silk and precious stones at a Sunday market at the city of Kashgar, which is located at the end of the Silk Road. They travel in a caravan along with their animals that include donkeys, camels and yaks and the journey takes approximately a year to accomplish. Along this journey, they visit several cities that were part of the Silk Road, selling and also trading their silk and precious stones in exchange of various items such as bags of wool. The author describes what these cities have always been known for such as Hami, the city known for its diverse population including minority groups such as Hui, Kazakhs, Mongols and Uighurs along with the Han Chinese and also known for its sweet melons. 

Global Themes: 

Pedagogy/Teaching Suggestions:

Reading this book in class will introduce children to the magic of the ancient Silk Road and transport them to an ancient world where life was of a much slower pace and traveling on foot/beasts of burden was the norm. It will introduce them to the diversity that has always existed in China, that many people have no idea about. The illustrations in this book can take children beyond their own worlds and connect them with perspectives around the globe (Yakota & Teale, 2017). One can observe the different style of clothing worn by the people in ancient times, the animals that are used in other parts of the world, that they may not be familiar with, while the rhyming text introduces them to the sights and sounds of the Silk Road. They also hear about the different ethnic groups that exist in the world and the items that were being traded, including ivory, and they can be educated on global issues such as how ivory trade is now banned due to elephants being killed indiscriminately for their tusks and the menace of poachers.